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Changing Results for Young
Readers
North Vancouver
Feb	6,	2017	
Faye	Brownlie	
slideshare.net/
fayebrownlie.northvancouver
“Every	Child,	Every	Day”	–	Richard	Allington	and	
Rachael	Gabriel	
In	EducaIonal	Leadership,	March	2012	
6	elements	of	ins...
1.  Every	child	reads	something	he	or	she	chooses.	
2.  Every	child	reads	accurately.	
3.  Every	child	reads	something	he	...
Reading is thinking.
Reading is understanding.
Big Ideas
– Teaching counts!
•  Our	instrucIonal	choices	impact	significantly	on	
student	learning	
•  We	teach	responsivel...
Where do your most vulnerable
students spend their time?
If we want to change
achievement, we must change
instruction.
•  Background	knowledge	has	a	greater	impact	
on	your	ability	to	read	and	understand	than	
anything	else.	
– Doug	Fisher,	...
We CAN teach all our kids to read.
•  Struggling	readers	need	to	read	MORE	than	
non-struggling	readers	to	close	the	gap.	...
M – meaning
Does	this	make	sense?	
S – language structure
Does	this	sound	right?	
V – visual information
Does	this	look	ri...
Eyes on print.
At least 30 minutes a day.
Belonging – grades 2/3
Michelle Hikida
•  Structured	Inquiry	
– All	teacher	quesIons	
•  EssenIal	quesIons	
– What	is	the	...
•  Each	day	read	a	new	book,	collected	characterisIcs	of	
characters	and	made	lists.	
•  Watched	Utube	videos,	read	music	...
Core Competencies
•  CommunicaIon	
•  Thinking	
– CreaIve	
– CriIcal	
•  Personal		
– PosiIve	personal	&	cultural	idenIty	...
The Sequence
•  Goal	today	–	stretch	your	thinking	and	work	like	a	detecIve	to	
use	clues	to	figure	things	out	
•  EssenIal...
Explode the Sentence
•  One	day	many	years	ago,	children	were	
playing	in	the	village,	learning	to	be	good	
warriors	and	h...
Critical Thinking Core Competency
•I	am	becoming	an	acIve	listener;	I	ask	quesIons	and	make	connecIons.			
Evidence:	
•Whe...
Unpacking the Lesson
•  What	struck	you?	
–  Engagement	of	the	kids	
–  1	hour,	40	minutes	
–  All	could	parIcipate	
–  Ma...
Next Steps
•  Next	day,	begin	with	another	image	and	another	sentence	
to	explode	(should	take	half	the	Ime)	
•  Move	to	g...
•  What	pracIce	will	you	let	go	of?		Do	less	of?	
•  What	will	you	add	on?
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
North Vancouver
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North Vancouver

CR4YR school teams. Having met 3 times, this was the culmination to think about frameworks for reading for all learners, K-7, how this connects with the redesigned curriculum in BC, and consider school and class goals and plans.

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North Vancouver

  1. 1. Changing Results for Young Readers North Vancouver Feb 6, 2017 Faye Brownlie slideshare.net/ fayebrownlie.northvancouver
  2. 2. “Every Child, Every Day” – Richard Allington and Rachael Gabriel In EducaIonal Leadership, March 2012 6 elements of instrucIon for ALL students!
  3. 3. 1.  Every child reads something he or she chooses. 2.  Every child reads accurately. 3.  Every child reads something he or she understands. 4.  Every child writes about something personally meaningful. 5.  Every child talks with peers about reading and wriIng. 6.  Every child listens to a fluent adult read aloud.
  4. 4. Reading is thinking. Reading is understanding.
  5. 5. Big Ideas – Teaching counts! •  Our instrucIonal choices impact significantly on student learning •  We teach responsively – All kids can learn and we know enough collectively to teach all kids! •  An unwavering belief that everyone has the right to be included socially, emoIonally, and intellectually
  6. 6. Where do your most vulnerable students spend their time?
  7. 7. If we want to change achievement, we must change instruction.
  8. 8. •  Background knowledge has a greater impact on your ability to read and understand than anything else. – Doug Fisher, Richard Allington
  9. 9. We CAN teach all our kids to read. •  Struggling readers need to read MORE than non-struggling readers to close the gap. •  Struggling readers need to form a mental model of what readers do when reading. •  Struggling readers need to read for meaning and joy ☺ •  Struggling readers do NOT need worksheets, scripted programs, or more skills pracIce.
  10. 10. M – meaning Does this make sense? S – language structure Does this sound right? V – visual information Does this look right? How did you figure that out?
  11. 11. Eyes on print. At least 30 minutes a day.
  12. 12. Belonging – grades 2/3 Michelle Hikida •  Structured Inquiry – All teacher quesIons •  EssenIal quesIons – What is the best part of you? – What are your gi^s? – Who is the person you want to be?
  13. 13. •  Each day read a new book, collected characterisIcs of characters and made lists. •  Watched Utube videos, read music lyrics – collected characterisIcs of characters and added to the lists. •  Daily students chose a book from the basket and read. •  Sharing circle at end of reading – connecIons to the characterisIcs of characters in the book – –  What is the best part of you? –  What are your gi^s? –  Who is the person you want to be?
  14. 14. Core Competencies •  CommunicaIon •  Thinking – CreaIve – CriIcal •  Personal – PosiIve personal & cultural idenIty – Personal awareness & responsibility – Social responsibility
  15. 15. The Sequence •  Goal today – stretch your thinking and work like a detecIve to use clues to figure things out •  EssenIal quesIon: How does where you live effect how you live? –  How can you answer this already? –  Partner talk, then group share •  Image: see – think – wonder •  Quick write •  Explode the sentence •  Reflect with core competencies
  16. 16. Explode the Sentence •  One day many years ago, children were playing in the village, learning to be good warriors and hunters.
  17. 17. Critical Thinking Core Competency •I am becoming an acIve listener; I ask quesIons and make connecIons. Evidence: •When I talk and work with peers, I express my ideas and encourage others to express theirs; I share roles and responsibiliIes. Evidence: •I recount and comment on events and experiences. Evidence:
  18. 18. Unpacking the Lesson •  What struck you? –  Engagement of the kids –  1 hour, 40 minutes –  All could parIcipate –  Major shi^s in thinking –  Content woven into massive thinking –  All responses were accepted –  Your language: each child was honoured and li^ed up ☺ –  I could do this!! –  Evidence – language used from the beginning
  19. 19. Next Steps •  Next day, begin with another image and another sentence to explode (should take half the Ime) •  Move to groups of 2-3 and have each group of students explode a different sentence •  Share the sentences and an interpretaIve comment about each •  Can the students, together, move to read their sentences in order? •  Retype the same 10 sentences – as 10, 7 and 5. Students choose which they want and re-order them BME •  Keep listening to the kids read •  Read the text, and reflect on how where you live affects how you live. •  Repeat process with 2 other Roy Henry Vickers books, highlighIng content.
  20. 20. •  What pracIce will you let go of? Do less of? •  What will you add on?

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